The Development of Modern Education in Theory, Organization, and PracticePrentice-Hall, Incorporated, 1934 - 922 strani |
Iz vsebine knjige
Zadetki 1–3 od 64
Stran 116
... followed Lübeck in 1530-1532 , and Copenhagen , Denmark , in 1536-1537 . Meanwhile Wittenberg , the headquarters of the Lutheran movement , took action in 1533 . The cities reorganized by Bugenhagen followed in most details the Saxon ...
... followed Lübeck in 1530-1532 , and Copenhagen , Denmark , in 1536-1537 . Meanwhile Wittenberg , the headquarters of the Lutheran movement , took action in 1533 . The cities reorganized by Bugenhagen followed in most details the Saxon ...
Stran 324
... followed by the reassertion of the more emotional , sacrificial , and mystical expression of the Christian consciousness . Moreover , periods of moral lax- ity and pagan licentiousness have usually been followed by times of puritanic ...
... followed by the reassertion of the more emotional , sacrificial , and mystical expression of the Christian consciousness . Moreover , periods of moral lax- ity and pagan licentiousness have usually been followed by times of puritanic ...
Stran 556
... followed the English model in prac- tically all particulars . Every student was required to live in the dormitory under the master's charge . Daily religious observances , obedience to a long series of rules , and a com- mon mode of ...
... followed the English model in prac- tically all particulars . Every student was required to live in the dormitory under the master's charge . Daily religious observances , obedience to a long series of rules , and a com- mon mode of ...
Vsebina
INTRODUCTION BY E GEORGE PAYNE | 1 |
The Medieval Curriculum Allegorically Represented | 18 |
THE NORDIC REVOLT AND RECONSTRUCTION | 29 |
Avtorske pravice | |
52 preostalih delov ni prikazanih
Druge izdaje - Prikaži vse
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
The Development of Modern Education, in Theory, Organization, and Practice Frederick Eby Prikaz kratkega opisa - 1952 |
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18th century academies activities American ancient Aristotle arts became boys Calvinistic Catholic child Christian church civil classes classical colonies Comenius culture curriculum Descartes doctrine educa elementary schools England English established Europe experience France French Froebel German girls grammar schools Greek Herbart Herbartian higher human humanistic Ibid ideal ideas important individual influence institutions instruction interest Jean Jacques Rousseau Jesuit John John Amos Comenius John Locke knowledge language later Latin language Latin schools learning literature Locke Luther mathematics ment method mind modern moral movement nature Netherlands organization period Pestalozzi Peter Ramus philosophy Physiocrats Pietism practice principles Protestant pupils reason reform religion religious Revolution Rousseau scholars Scholasticism school system schoolmasters scientific Scriptures sense social society taught teachers teaching theory thought Thoughts Concerning Education tion towns University vernacular Virginia Vives writing York